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This study intends to evaluate the relationship between the use of smart technology and the cognitive and social development of primary school pupils in the city of Taybeh, in light of the major expansion of smart device usage in Palestinian educational environments.The study adopted a descriptive-analytical methodology and relied on a stratified random sample of 387 pupils from grades three to six.To fulfill the study objectives, a structured questionnaire consisting of three primary domains was used: the level of smart technology use, cognitive development, and social development.The data revealed a significant level of smart technology usage among students.Descriptive studies demonstrated elevated levels of both cognitive and social development.Pearson correlation results demonstrated a statistically significant positive association between smart technology use and cognitive development (r = 0.68), and a moderate positive statistically significant relationship with social development (r = 0.45).ANOVA results also demonstrated significant differences in utilization levels according to grade level, favoring upper grades.The study highlights the distinctive features of the Palestinian educational system while offering a thorough analysis of these findings in light of recent literature.Based on the findings, the study makes various practical recommendations, including the need to control technology use in schools, provide teacher training programs, boost parental participation, and build digital tools that foster collaboration and social growth.